Teaching Study Design Principles vs. Data Analysis

• Activity Number: 143
• Type: Contributed
• Date/Time: Monday, August 10, 2015 : 8:30 AM to 10:20 AM
• Sponsor: Section on Statistical Education
• Author(s): Tisha Hooks* and April Kerby
• Companies: Winona State University and Winona State University
• Keywords: undergraduate curriculum ; statistics education

Abstract

We will discuss a new course required for our undergraduate statistics majors which introduces the research cycle, study design, data collection, and ethical responsibilities of a statistician - all with almost no data analysis. Students take this course prior to enrolling in upper-level classes so by the time they reach courses that do focus on data analysis, they have already developed an understanding of design concepts. In addition to helping students understand basic design principles, we also focus on the issues of bias, causality, and confounding. These concepts were scattered throughout our curriculum prior to this course. We hope that by emphasizing them in a stand-alone class, students will better understand these concepts and recognize their importance. This course emphasizes that a statistician's job is more than data analysis - we must also ensure that studies are properly designed, proper sampling techniques are used, and appropriate conclusions are drawn. We will present the syllabus for this course, provide examples of learning activities and assignments we have found most useful, and present feedback given by our students who have completed the course.